Sign-up for e-Newsline! - Federation for Children with Special Needs

WINTER 2013
FEDERATION FOR CHILDREN
WITH SPECIAL NEEDS
VOLUME 33, NUMBER 3
IN THIS ISSUE
INFORMING,
E D U C AT I N G ,
EMPOWERING
FAMILIES
Of Civil Rights and Children
By Sherry L. Rajaniemi-Gregg, Esquire and Daniel T.S. Heffernan, Esquire
1 Of Civil Rights and Children
(English, Español, Português)
2 Equal Opportunity For
Students with Disabilities to
Participate in Extracurricular
Athletics
3 From the Executive Director
3 Legislative Updates
7 Trauma-Sensitive Evaluations
8 Development Corner:
MLK Summer Scholars
Find Success
9 Gala 2013 - Celebrating
Every Child
11 Federation Staff Comings
and Goings
12 The Root to Success:
Addressing Emotional Needs
14 Book Review
Sign-up for
e-Newsline!
Same great news,
delivered faster and cheaper.
Subscribe at fcsn.org
We send our children off to their public school each day with the assumption
that they will be safe in the care of school
personnel. Most times, this remains true.
Unfortunately, despite the many caring,
professional teachers who dedicate their
days to educating our children, there are
the occasional bad eggs – those personnel
of a public school who physically, mentally, and/or emotionally harm our children,
abusing their positions of power. There
are also instances in which our children’s
fellow students are the perpetrators,
harming peers through bullying, hazing,
or other types of abuse. While criminal
charges may be pursued against these
perpetrators or a complaint for abuse or
neglect may be pursued with the Department of Children and Families, there are
also civil claims that may be made in order to recover monetary damages for your
child’s injuries. These claims fall into
three broad categories: (1) state-based
claims for negligence or “tort” claims;
(2) state-based claims for intentional
actions, such as intentional infliction
of emotional distress or violation of the
Massachusetts Civil Rights Act; and
(3) federal claims, such as those under 42
USC § 1983, the Americans With Disabilities Act, or Title IX. Each of these types of
claims has specific elements that must be
proven in order to win at trial, and unfortunately, trying to prove one type of claim
may make the others more difficult to
prove. Because of the complexity of these
claims, it would be beneficial to consult
with an attorney experienced in this area
of the law as soon as possible, if your child
has received any such injuries.
When asserting negligence claims against
a public school district, you are alleging
that the district did not provide reasonable care to your child; therefore, even
though the district and its personnel may
continues on page 5
FEDERATION FOR CHILDREN WITH SPECIAL NEEDS
Equal Opportunity For Students with Disabilities to
Participate in Extracurricular Athletics: U.S. Department
of Education Clarifies Schools’ Obligation to Provide Equal
Opportunity to Students with Disabilities to Participate in
Extracurricular Athletics
portunity to benefit from the life lessons they
can learn on the playing field or on the court,”
said Education Secretary Arne Duncan.
The guidance letter provides examples of
the types of reasonable modifications that
schools may be required to make to existing policies, practices, or procedures for
students with intellectual, developmental,
physical, or any other type of disability. Examples of such modifications include:
• The allowance of a visual cue alongside
a starter pistol to allow a student with a
hearing impairment who is fast enough to
qualify for the track team the opportunity
to compete.
On January 25, 2013, the US Department
of Education’s Office for Civil Rights issued
guidance clarifying school districts’ existing
legal obligations to provide equal access to
extracurricular athletic activities to students
with disabilities. In addition to explaining
those legal obligations, the guidance urges
school districts to work with community
organizations to increase athletic opportunities for students with disabilities, such as
opportunities outside of the existing extracurricular athletic program.
Students with disabilities have the right,
under Section 504 of the Rehabilitation
Act, to an equal opportunity to participate
in their schools’ extracurricular activities.
A 2010 report by the U.S. Government Accountability Office found that many students with disabilities are not afforded an
equal opportunity to participate in athletics, and therefore may not have equitable
access to the health and social benefits of
athletic participation.
“Sports can provide invaluable lessons in discipline, selflessness, passion and courage, and
this guidance will help schools ensure that
students with disabilities have an equal op2
• The waiver of a rule requiring the “twohand touch” finish in swim events so that
a one-armed swimmer with the requisite
ability can participate at swim meets.
The guidance also notes that the law does
not require that a student with a disability
be allowed to participate in any selective
or competitive program offered by a school
district, so long as the selection or competition criteria are not discriminatory.
“Participation in extracurricular athletics
can be a critical part of a student’s overall
educational experience,” said Seth Galanter,
acting assistant secretary for the Office for
Civil Rights (OCR). “Schools must ensure
equal access to that rewarding experience
for students with disabilities.”
The mission of the Office for Civil Rights (“OCR”)
is to ensure equal access to education and to
promote educational excellence throughout the
nation through the vigorous enforcement of civil
rights. Among the federal civil rights laws OCR is
responsible for enforcing are Title VI of the Civil Rights
Act of 1964; Title IX of the Education Amendment
Act of 1972; Section 504 of the Rehabilitation Act of
1973; and Title II of the Americans with Disabilities
Act. For more information about the Department
of Education’s Office for Civil Rights and the antidiscrimination statutes that it enforces, please visit
OCR’s website at http://www2.ed.gov/about/offices/
list/ocr/aboutocr.html and follow OCR on twitter @
EDcivilrights.
NEWSLINE
Editor-in-Chief:
Richard J. Robison
Production Manager:
John Sullivan
Layout & Design:
Sonya Fort
Advertising:
Wanda Morton
Newsline is a quarterly publication of
the Federation for Children with Special
Needs, Inc. 529 Main Street, Suite 1102,
Boston, MA 02129
Newsline is supported in part by grants
from the U.S. Department of Education.
The views and opinions herein do not
necessarily reflect views or policies of
the U.S. Department of Education, or of
the Federation for Children with Special
Needs. Ads herein do not constitute endorsement by the Federation for products, services, or organizations.
Newsline and its contents are copyrighted by the Federation for Children with
Special Needs; some material may carry
other copyrights as well (noted where appropriate). Permission is granted to quote
from us at length, while giving credit to
Newsline, a publication of The Federation for Children with Special Needs (and
original author, if appropriate).
Newsline’s mailing list may occasionally be made available to organizations
in which we believe our readers may
have interest. If you wish your name
to be withheld, please call or write the
Federation’s Boston office to inform us.
The Federation for Children with
Special Needs
Our Mission:
To provide information, support, and
assistance to parents of children with
disabilities, their professional partners, and their communities. We are
committed to listening to and learning from families, and encouraging
full participation in community life by
all people, especially those with disabilities.
Board of Directors:
James Whalen, President
Michael Weiner, Treasurer
Miryam Wiley, Clerk
Deborah Allen, Emanuel Alves,
Dan Heffernan, Anne Howard,
Luanne Neves, Joseph Petner,
John Reichenbach, Randi Sargent,
Patricia Schram, Barbara Vanderwilden
Director Emeritus: William Henderson
NEWSLINE WINTER 2013
From the Executive Director
That Their Dreams Can Someday Come True
Sybil Raye Feldman was a friend of mine! I met her over 20 years
ago when I worked for a period of time at the Fernald Developmental Center in Waltham. Sybil was protesting for disability
rights outside the front entrance when we met. A former resident of that facility, Sybil had established herself in the community, living independently and free. Sybil made it her business
to advocate for the rights of individuals with disabilities. Sybil
passed from this world late last fall after a lifetime of advocacy.
Sybil was born in 1940 in Boston and for four years lived with
her parents and sister in Malden. Born with CP, she experienced
a 105 degree fever when she was an infant which worsened her
condition. Her parents were unable to find adequate medical care
and she spent a great deal of time in a hospital. At age 5, she had
several surgeries at Boston Children’s Hospital to reduce her severe muscle spasms. Sybil was sent to a private special school in
Rhode Island for “18 months of training”. During this time she
was able to visit her family on weekends. However, she told me
that her parents felt that they had to keep her inside the house
because of excessive teasing by the neighborhood children.
According to her autobiography, “Sybil Disobedience”, she was
enrolled in the “Industrial School for Crippled Children” (later
known as the Cotting School), then attended the Kennedy School
for five more years. On March 30, 1955 (at the age of 15) she was
admitted to the Walter E. Fernald State School to receive “psychotherapy and scholastic training” and there remained until
she was 36 years old. In 1976 she was moved to a community
residence and remained there until 1982.
Sybil declared, “On May 18, 1982, my new life began. I participated in a transitional living program through the Boston Center
for Independent Living and moved into
my very first apartment. It was on the
third floor. Hallelujah!” (Sybil experienced mobility issues and eventually
became a wheelchair user – but was
thrilled with a third floor apartment).
Rich Robison
“At 2 pm on that day”, she continued,
“I had my first place and I will never forget that moment. I drank
some Kalua to celebrate that I was able to go there all on my own.”
During the next 30 years Sybil worked, volunteered, transported
paperwork, became a disability access monitor, held a paying job
(for $9 per hour) and “motored” around Boston, Lynn, Brookline and many other places like a bird let out of a cage. Sybil was
72 years old when she died and had lived independently in her
own apartment with support services for most of her adult life.
Her fiery spirit and passionate commitment for justice lives on.
She wrote, “Over these years I have developed my own motto, ‘I
live on my own, I go out on my own, I go anywhere I want and I
live dangerously!’”
Sybil Feldman reminds us all of why we advocate for each child,
every day – that they experience the dignity of risk in order that
their dreams can someday come true. Let her spirit live on in
each one of us.
Best wishes,
Rich Robison
Legislative Updates
Chapter 222 of the Acts of 2012: An Act Relative to Students’ access to Educational Services and Exclusion from School was passed
by the Legislature and signed into Law by Governor Patrick. This new law ensures student access to educational services when a student
is being excluded from school due to discipline reasons. Under the new rule, schools are responsible for ensuring that students who are
excluded from school are able to continue to make academic progress during the period of exclusion. It further requires schools to create
a “school-wide education service plan” to ensure that students who are excluded for more than 10 consecutive days have access to some
form of alternative educational services. Such services may include tutoring, alternative placement, Saturday school, and online or distance
learning. Any school that excludes a student for more than 10 days must provide the student and his parent or guardian with a list of available alternative educational services. The bill shall take effect on July 1, 2014 – allowing school districts 2 years to plan for implementation.
Chapter 233 of the Acts of 2012: The Children’s Hearing Aid bill, also was signed into law at the end of the session in December 2012.
This law applies to any minor child age twenty-one or younger covered under the Group Insurance Commission (GIC), accident and
sickness insurance policies, HMO and others to mandate coverage for the purchase of one hearing aid per hearing impaired ear every
36 months with a written statement of medical necessity. More information can be obtained from the Massachusetts Commission for the
Deaf and Hard of Hearing.
New DDS Eligibility Statute: On January 8, 2013, Governor Patrick signed H 4252, An Act Providing for a Definition Consistent with the
American Association of Intellectual and Developmental Disabilities (AAIDD). This new law provides a separate statutory basis for Massachusetts adopting the AAIDD standard. This legislation is important for a few reasons. First, it will prevent the Massachusetts Department
of Developmental Disability Services (DDS) eligibility standard in the regulations from being narrowed, as happened once before in the
1990s. Second, it may also mean that if a family member or consumer appeals a decision of ineligibility, a hearing officer will be looking
at the AAIDD standard in determining if DDS complied with the AAIDD definition of “intellectual disability”. Third, the statute refers to the
most recent version of the AAIDD standard, so if this is ever amended in the future, the state regulations will also need to be updated.
3
NEWSLINE WINTER 2013
Of Civil Rights and Children
(continued from page 1)
not have intended to harm your child, the result of their actions
is that your child was, indeed, injured. Negligence-based claims
are also called tort claims. A public school is an entity of the
Commonwealth of Massachusetts; therefore, it is afforded the
protections of the Massachusetts Tort Claims Act (MTCA). The
MTCA is multi-faceted; however, the three main protections it
affords public schools for any tort claims are:
(1) You must serve the appropriate public school and town or
city personnel with a proper presentment letter within two
years of the incident; otherwise, you will be barred from
suing the school district for any tort claims, no matter how
liable you believe the district may be for the injuries your
child suffered.
(2) The district and its personnel are limited in liability for any
tort claims up to only $100,000 per plaintiff. This means
that, even if a jury were to award your child $1,000,000
for his or her tort claims, the judge would have no choice
but to decrease the recovery to $100,000 for each plaintiff
(therefore, up to $300,000 for your child, and both parents, for example).
(3) Public employees whose actions were undertaken as part of
their employment may be protected from individual liability; conversely, the public school may be protected from liability for those actions of school personnel outside of their
employment responsibilities.
As you can see, the overcoat provided to public school districts
by the MTCA heavily insulates them and their personnel from
the cold reality of civil liability for the negligent actions of their
personnel. However, these three protections are generalities.
Consulting with an attorney experienced in this area of the law
may provide you with additional avenues of liability and compensation for your child’s tort-based claims.
Unlike negligence claims in which the public school and its personnel did not intend to cause the injuries your child may have
suffered, intentional claims, such as the intentional infliction of
emotional distress, are outside of the protections of the MTCA.
Therefore, even if you had not sent a timely presentment letter,
you may still include intentional claims in your law suit. Also,
the liability limit of $100,000 does not apply to intentional
claims, nor are public school personnel protected from liability for their actions that are intended to result in harm. However, intentional claims can be more difficult to prove. Federal
claims for violations of your child’s civil rights or impermissible
violations based upon his or her disability or gender can be the
most difficult to prove. While attempting to prove your federal
claims, you may also be undermining your tort and intentional
claims. However, there are two benefits, if you can prove that
your child’s federal protections were violated. First, like intentional claims, the MTCA does not protect public schools and
their personnel from liability or paying full compensation for
“...prior to filing any lawsuit in court,
you must first file a request for a due
process hearing in order to determine
if the Bureau of Special Education
Appeals (BSEA) has any authority
over deciding your claims.”
their violations of federal statutes protecting your child’s rights.
Second, these federal statutes may allow you to recover your
attorneys’ fees and costs of litigating to recover monetary compensation for your child’s injuries. As such, these federal claims
may provide additional resources for your child’s monetary
compensation for his or her injuries.
Assuming your child has been injured through the actions of
a public school district and its personnel, and that you may be
able to assert any or all of these claims, there remain additional
hurdles before you can file any claims in state or federal court,
if your child receives special education services or accommodations through an Individualized Education Plan (IEP) or a 504
Plan under the Rehabilitation Act. The Individuals with Disabilities Education Act (IDEA) may prohibit you from suing a school
district for injuries your child receives as a result of the actions
of its personnel, if your child is on an IEP or 504 Plan until you
have done what is termed “exhausting” your administrative remedies. This simply means that, prior to filing any lawsuit in court,
you must first file a request for a due process hearing in order to
determine if the Bureau of Special Education Appeals (BSEA)
has any authority over deciding your claims. For example, when
our firm has represented students abused, assaulted or illegally
restrained by special education teachers in their claims for money damages, we have litigated the matter first in the BSEA. Once
you have “exhausted” this avenue, then you may proceed to file
your complaint in the state or federal court.
As you can see, this area of the law is quite complex, and a misstep may prevent you from being able to litigate your child’s
claims at all in court. If you think your child has been injured
as a result of a public school district and its personnel, you
should meet with an attorney experienced in this area of the
law as soon as possible in order to make sure that your child’s
potential claims are protected and can be asserted correctly in
a timely manner.
Sherry Rajaniemi-Gregg and Daniel T.S. Heffernan are attorneys with
Kotin, Crabtree & Strong where they concentrate on special education and
civil rights law. They have represented numerous families with children with
special needs in abuse, civil rights and negligence actions. Contact them at
[email protected] and [email protected].
5
FEDERATION FOR CHILDREN WITH SPECIAL NEEDS
Acerca de los Derechos Civiles y los Niños
Sherry L. Rajaniemi-Gregg, Esquire and Daniel T.S. Heffernan, Esquire
Enviamos a nuestros niños a sus escuelas públicas cada día
suponiendo que estarán seguros bajo el cuidado del personal
escolar. Muchas veces así es. Pero lamentablemente, a pesar
de los muchos maestros atentos y profesionales que dedican
sus vidas a la educación de nuestros hijos, nunca falta entre
el personal escolar la ocasional persona mala que le ocasiona
daño físico, mental o emocional a un niño abusando su posición
de poder. También hay casos en que los culpables son los
compañeros de los niños quienes causan daño a otros alumnos
mediante intimidación, novatadas u otras formas de abuso.
Además de presentar cargos contra los autores de estos delitos
o denuncias por maltrato o descuido ante el Departamento de
Niños y Familias, también se pueden presentar reclamaciones de
carácter civil por daños y perjuicios derivados de las lesiones del
niño. Estas reclamaciones pueden clasificarse en tres categorías
generales: (1) reclamaciones a nivel estatal por negligencia o
por “agravio”, (2) reclamaciones a nivel estatal por acciones
intencionales en el estado, como causar deliberadamente
angustia emocional o violar la Ley de Derechos Civiles de
Massachusetts, y (3) reclamaciones a nivel federal como lo
dispone la ley, p. ej., 42 USC § 1983, Americans With Disabilities
Act (Ley para Estadounidenses con Discapacidades) o el Title IX
(Título IX). Cada tipo de reclamación tiene elementos específicos
que hay que probar para ganar el juicio y, por desgracia, tratar
de probar un tipo de reclamación puede hacer que las otras sean
más difíciles de demostrar. Como estas reclamaciones son muy
complejas, si su niño ha sufrido este tipo de lesiones, conviene
consultar lo más pronto posible a un abogado con experiencia en
este campo de la ley.
Al presentar reclamaciones por negligencia contra un distrito
escolar público, usted alega que a su niño no se le ofreció un
cuidado razonable. Por lo tanto, aunque el distrito y su personal
no hayan tenido la intención de causarle daño a su niño, como
resultado de sus acciones su niño resultó, en efecto, lesionado.
Las reclamaciones por negligencia también se conocen como
reclamaciones por agravio. Como entidades del estado de
Massachusetts, a las escuelas públicas se les concede las
protecciones de la ley Massachusetts Tort Claims Act (MTCA).
Esta ley es muy amplia, pero las tres protecciones principales
que ofrece a las escuelas públicas contra cualquier reclamación
por agravios son:
(1) Se le debe presentar al personal apropiado de la escuela
pública y del pueblo o ciudad una carta de presentación del
caso dentro de los dos años del incidente. De lo contrario, se le
prohíbe presentar reclamaciones por daños y perjuicios contra
el distrito escolar sin importar qué tan responsable usted crea
que puede haber sido de las lesiones sufridas por su niño.
(2) La responsabilidad del distrito y su personal tiene un límite
de sólo $100,000 por demandante. Esto significa que aun
si un jurado le concediera a su niño $1.000.000 como
6
resarcimiento por una reclamación, el juez no tendría más
remedio que reducir la suma a $100.000 por demandante,
por ejemplo, hasta sólo $300.000 en el caso de un niño con
dos padres.
(3) Los empleados públicos que actuaron en el marco de
su empleo pueden estar protegidos de responsabilidad
individual. Por otro lado, la escuela pública puede estar
protegida de responsabilidad por las acciones de su personal
que no forman parte de sus responsabilidades laborales.
Como pueden ver, las salvaguardias que la ley MTCA ofrece a los
distritos escolares públicos los protegen a ellos y a su personal
de la fría realidad de la responsabilidad civil por los actos
negligentes de su personal. Sin embargo, estas tres protecciones
son generalidades. Un abogado con experiencia en este campo de
la ley puede mostrarle otras vías para encauzar las reclamaciones
por daños y perjuicios a favor de su niño.
A diferencia de las reclamaciones en que la escuela pública
y su personal no tienen la intención de causar lesiones a un
niño, las reclamaciones por daños intencionales, como causar
deliberadamente angustia emocional, no están cubiertas por
las protecciones de la ley MTCA. Por lo tanto, aunque usted
no haya enviado una carta de presentación del caso dentro del
plazo establecido, en su demanda puede incluir reclamaciones
por daños intencionales. Además, para las reclamaciones por
daños intencionales no rige el límite de responsabilidad de
$100.000, y el personal de la escuela pública no está protegido
si comete acciones con la intención de causar daños. No
obstante, las reclamaciones por daños intencionales pueden ser
más difíciles de probar. Las reclamaciones a nivel federal por
violación de derechos civiles u otras violaciones ilícitas basadas
en la discapacidad o el sexo del niño pueden ser más difíciles
de probar. Intentar probar sus reclamaciones a nivel federal
puede debilitar sus reclamaciones por daños intencionales.
Pero probar que se violaron las protecciones de las leyes
federales tiene dos ventajas. En primer lugar, al igual que las
reclamaciones por daños intencionales, la ley MTCA no protege
a las escuelas públicas y su personal de responsabilidad o de
pagar indemnización completa por violaciones de las leyes
federales que protegen los derechos del niño. En segundo lugar,
estos estatutos federales pueden permitir que usted recupere los
honorarios de abogados y gastos del litigio. Como tales, estas
reclamaciones federales pueden ser una fuente adicional de
compensación monetaria por las lesiones del niño.
Aun suponiendo que su niño haya sufrido lesiones por las
acciones de un distrito escolar público y su personal y que usted
pueda probar todas sus alegaciones, si su niño recibe servicios de
educación especial o adaptaciones a través de un plan educativo
continúa en la página 10
NEWSLINE WINTER 2013
Trauma-Sensitive Evaluations
By Jane Crecco, Training & Support Specialist - Recruitment, Training & Support Center for Special Education Surrogate Parents (RTSC)
Helping Traumatized Children Learn, written by the
Massachusetts Advocates for Children in collaboration with
Harvard Law School and the Task Force on Children Affected
by Domestic Violence, is both critically acclaimed and nationally
recognized as a much needed resource for educators, service
providers, and parents (including Special Education Surrogate
Parents). This is the second in a series of articles on the four
opportunities to advocate for trauma-sensitive individual
supports for a child: sharing information; trauma-sensitive
evaluations; trauma-sensitive team meetings; and the IEP.
When children are referred for initial evaluations for special
education due to a myriad of symptoms or behaviors, it is
important to consider whether complex childhood trauma is at
the root of the problem. So many issues can be subsumed under
this heading: aggression, defiance, withdrawal, hyperactivity,
lack of motivation, impulsiveness, dramatic mood shifts, and
even language delays. How does an IEP Team decide that
trauma is playing a role, and avoid inadvertently misdiagnosing
some of the symptoms? Trauma-sensitive evaluations should be
used to address the interface between trauma and the student’s
cognitive and learning profile.
School evaluations should address the role trauma may play
in learning, behavior, and social/emotional growth. If the role
of trauma has already been identified (as is the case for many
students in the custody of the Department of Children and
Families), then the link is easily established and the evaluators
should proceed with complex childhood symptomology clearly
in mind. What about the “gray area” where the Team is not
exactly sure about the trauma history? A “trauma” evaluation
can be made. This kind of assessment is different than a “traumasensitive” evaluation in that it is clinically oriented and looks to
pinpoint the source and type of the trauma (physical, sexual,
emotional); a trauma-sensitive evaluation tries to determine
whether or not there is a component of trauma to the difficulties
the child is experiencing at school. In either case, the default
approach should be to encourage success for the child and
create a trauma-sensitive environment for him (calming, caring,
nurturing, and safe), and avoid re-traumatization by the wrong
disciplinary approach. 1
1. Psychological Evaluation: It is
helpful to refer a traumatized
child (or one suspected as
such) to a mental health
professional (preferably, with
a Ph.D.) who has knowledge
about the impact of trauma on
academic and non-academic
progress. To protect the
confidentiality of the student
and his family, the details
of the trauma are far less
important to a school than an
understanding of how the child is functioning and why this is
so. Trauma triggers, specific ways to help the student modulate
emotional and physical responses, ways to make the student
feel safe and secure at school, and specific modifications and/
or accommodations should be included.
2. Speech and Language Evaluations: An appropriate evaluation
should include the linguistic, pragmatic, and narrative aspects
of language. Many children with complex childhood trauma
are challenged by receptive and expressive language delays,
age-appropriate perspective taking, and social cueing.
3.Functional Behavioral Assessments (FBAs): Specific behavioral
challenges require specific behavior plans to ensure academic
and non-academic success. An FBA consists of collecting
information about the antecedents and consequences to
the student of certain environmental (or internally driven)
challenges, like trauma triggers, distorted image of authority
figures, and an inability to follow routines and rules.
Therefore, there must be a careful assessment of the school
and classroom environments.
4.Occupational Therapy Evaluations: In addition to
developmental delays in fine motor skills that may be evident
with a traumatized child, accommodations and modifications
that will produce a calm and nurturing learning environment
can be recommended through these evaluations.
If the Team is determining eligibility of a student with a history
of trauma for an IEP, an Emotional Disability is commonly
agreed upon as the type of disability that is impairing academic
progress. To establish the criteria for making this determination,
several evaluations can be useful, but the focus should be on
psychological, speech and language, functional behavioral, and
occupational therapy assessments. Below are ways to ensure
that each of these can ensure appropriate evaluation:
In conclusion, children with histories of complex childhood
trauma can display many “comorbid” issues and diagnoses.
Many of these symptoms respond positively to “traumasensitive” recommendations made by evaluators to an IEP Team.
By becoming aware that violence may be at the heart of many of
the child’s learning and behavioral difficulties, school personnel
may be able to mitigate much of the lasting impact of trauma. An
understanding of its impact on learning and behavior will help
educators and other school staff plan the most successful path
to the future.
Helping Traumatized Children Learn: Supportive School Environments for
Children Traumatized by Family Violence. Susan Cole, J.D., M.Ed., PowerPoint Notes for the Federation for Children With Special Needs, September
19, 2012.
In the next Newsline, we will discuss Trauma-Sensitive Team
Meetings so that everyone can participate in helping the
traumatized child learn.
1
7
FEDERATION FOR CHILDREN WITH SPECIAL NEEDS
Development Corner: MLK Summer Scholars Find Success
Derrick Sapp became part of the Federation family through John Hancock’s MLK Summer Scholars
program, which aims to provide Boston’s youth with work experience and job readiness skills while
giving back to local non-profit organizations. The Federation was awarded a Partnership with the
2012 MLK Summer Scholars program, enabling us to hire two summer interns. Derrick assisted
Mass Family Voices and the Recruitment, Training and Support Center for Special Education Surrogate Parents by completing research, collating and implementing mailings, and organizing the stock
room. Derrick graduated from New Mission High School and has an ongoing relationship with the
Federation, as several staff members are assisting him with educational goals. He says his experience at the Federation has really helped his computer skills, especially with using email.
Working at the Federation gave Derrick something unexpected as well – a new bike! When Derrick’s bike broke on his way to
work one morning, he was unsure how he’d be able to complete his internship. A staff member heard about what happened
and offered a solution; her son had a bike that Derrick could have. Derrick decided to donate his old bike to the Boys and Girls
Club in Charlestown which is starting a Bikes Not Bombs program, accomplishing exactly what the Summer Scholars Program
sets out to do – empower Boston’s youth to be able to give back to our communities.
The Federation is extraordinarily grateful to John Hancock for the opportunity to participate in this program!
Calling All Writers
The Federation has started a new blog!
Federation volunteers and staff gathered at TD Garden in January to
cheer on the Boston Bruins and help raise funds for the Federation through a
Boston Bruins Foundation 50/50 Raffle! From left to right: Melissa Mackey, Allie Marks,
Katie Sullivan, Rick Crecco, Janie Crecco, John Sullivan, Sarah Stevenson, Josh Fowler,
Andrea York, Gordon Stevenson, Mary Summers, and Emily Gaudette.
Many thanks to the Boston Bruins Foundation for their support of the Federation!
8
Are you a parent of a child with special needs or young
adult with a disability? The Federation is actively
seeking stories for publication in Newsline and our
Blog, “Perspectives, What Matters to Us”. If you would
like to share your positive “perspective”, please email
your contribution to the Federation’s Communications
Coordinator, Sarah Stevenson at [email protected].
Submissions should be no longer than 500 words.
The Federation reserves the right to determine
appropriateness of material submitted for publication,
and to edit submissions.
NEWSLINE WINTER 2013
Gala 2013
Celebrating Every Child
It’s time to celebrate! Once each year, the Federation community gathers to celebrate
all that we have achieved, and to honor those in our community who have made significant contributions to furthering our mission of parents helping parents in ensuring that
each child is fully included in school and in the community. Please join us on Friday,
May 3rd, 2013 from 6pm until 10pm at the Seaport Hotel in Boston for Gala 2013, “Celebrating Every Child”!
Gala 2013, “Celebrating Every Child” is the Federation’s signature event and its largest
fundraiser. Featuring an extensive silent auction with items that range from the much
sought after local sports tickets and memorabilia to local art and vacation packages,
this event will also include a cocktail reception, dinner, and a variety of entertainment
throughout the evening.
We are thrilled to welcome Ron Sanders, an award-winning veteran Boston-based broadcast journalist as the emcee of this year’s event! We are
also pleased to honor three wonderful people who have inspired us, and
who have furthered the work of the Federation in a variety of ways.
Our honorees for 2013 include State Representative Tom Sannicandro,
who will receive the Martha H. Ziegler Founders Award. The father of
a child with special needs, Representative Sannicandro is considered
a leader in Massachusetts on civil rights of persons with intellectual
disabilities and has been called “a strong advocate for education funding and a strong voice for people with disabilities.” Sannicandro will be
honored as a legislator who continues to lead, advocate and inspire.
Our President’s Award will be presented to Angela Peri. Ms. Peri is an
actress, a comedienne, and the owner/founder of Boston Casting. The
parent of a son with autism, Angela is active in the autism and special
needs community, and has made an outstanding contribution to furthering the work of the Federation by donating her time, talent and expertise
in a multitude of ways that have helped ensure the Federation’s success.
This year’s Patricia Blake Parent Advocacy Award will be presented
to Janet Vohs. Ms. Vohs, a parent and Federation staff member for
over 30 years, will be recognized for her extensive contributions to
the field of parent empowerment as an author, educator, researcher
and advocate.
Visit www.fcsn.org for event updates on entertainment, silent auction items, and more!
If you are interested in being part of our Gala Committee, helping sponsor the event,
donating to the silent auction, purchasing individual tickets or a table, or advertising in
the event’s program book please contact Maureen Jerz, Director of Development at 617236-7210, ext. 374 or e-mail [email protected]. We hope to see you there!
9
FEDERATION FOR CHILDREN WITH SPECIAL NEEDS
Acerca de los Derechos Civiles y los Niños (continuación de la página 6)
individualizado (IEP, por sus siglas en inglés) o un Plan 504
según la Ley de Rehabilitación, hay otros obstáculos para la
presentación de reclamaciones ante un tribunal estatal o federal.
Si el niño tiene un IEP o un Plan 504, hasta que usted haya
“agotado” sus remedios administrativos la Ley de Educación
para Personas con Discapacidades (IDEA) puede prohibirle que
entable una demanda contra un distrito escolar por lesiones
sufridas por su niño como resultado de las acciones de su
personal. Esto significa simplemente que, antes de presentar
una demanda ante un tribunal, debe solicitar una audiencia de
proceso debido para determinar si la Oficina de Apelaciones
de Educación Especial (Bureau of Special Education Appeals,
BSEA) tiene autoridad para tomar una decisión en su caso. Por
ejemplo, cuando la firma nuestra representó en reclamaciones
por daños y perjuicios a estudiantes que sufrieron abusos,
agresiones o sujeción ilegal por maestros de educación especial,
primero le presentamos el caso a BSEA. Una vez que se “agota”
esta vía, se puede presentar la reclamación ante un tribunal
federal o estatal.
Como pueden ver, este campo de la ley es bastante complejo y un
mal paso puede impedirle que siga litigando el caso de su niño.
Si cree que su niño sufrió lesiones por las acciones de un distrito
escolar público o su personal, consulte lo más pronto posible a
10
“...antes de presentar una demanda
ante un tribunal, debe solicitar
una audiencia de proceso debido
para determinar si la Oficina de
Apelaciones de Educación Especial
tiene autoridad para tomar una
decisión en su caso.”
un abogado con experiencia en este campo de la ley para proteger
y hacer valer su derecho de presentar reclamaciones a favor de
su niño en forma correcta y oportuna.
Sherry Rajaniemi-Gregg y Daniel T.S. Heffernan son abogados en la firma
Kotin, Crabtree & Strong, donde se concentran en educación especial
y derechos civiles. Han representado a muchas familias de niños con
necesidades especiales en casos de abuso, negligencia y derechos
civiles. Puede escribirles a [email protected] a dheffernan@
kcslegal.com.
NEWSLINE WINTER 2013
Federation Staff Comings and Goings:
Laura Yellick has been hired as the new Director of Training for the Parent Training and Information
Center (PTI). Laura is the proud mother of an 18 year old daughter with an intellectual disability and a 10
month old infant. She holds a B.A. in Religion from Mount Holyoke College and a J.D. degree from Western
New England College School of Law. Laura has worked as an attorney with a small private practice firm. Laura
completed the FCSN Parent Consultant Training Course three years ago and has been working with families
as an advocate and FCSN workshop presenter ever since. “I am proud to join the Federation staff and look
forward to working with such a distinguished and passionate group to accomplish great things!”
Sarah Stevenson is our new Communications Coordinator. This is a new position for the Federation which
focuses on using technology and social media such as Facebook, Twitter and others to ensure the Federation
is accessible to anyone interested. Sarah’s background includes experience in database, IT, web-based management and graphic design. Previously she worked as an AmeriCorps VISTA Volunteer at the MA Adoption
Resource Exchange. Sarah additionally brings knowledge, experience and skills in the area of fundraising,
including grant writing, event planning, communications and social media.
Emily Gaudette has been appointed as the Project Coordinator for the Recruitment, Training and Support Center (RTSC) at the Federation. This project supports the needs of Special Education Surrogate Parent
volunteers who volunteer to fill the parent role for students with special needs in state care and custody. Emily
recently moved to Boston from New Mexico. She brings many outstanding computer and organizational skills
to her new position. Emily is also a gifted writer, winning many awards in college.
11
FEDERATION FOR CHILDREN WITH SPECIAL NEEDS
The Root to Success: Adressing Emotional Needs
By Mary Castro Summers, Family TIES of Massachusetts
Families of children who have special needs of all ages and
all types have one deep connection: succinctly said, they need
support and assistance, to enhance quality of life for their
children and themselves, as a family unit.
From the experiences of our own families and the many
families we meet through our community connections and our
work, Family TIES staff is deeply aware of the varied types of
assistance that can enhance the lives of this community. The
medical, educational, and community activities all factor into
the richness of our children’s lives. The piece that is harder to
nail down is emotional support.
You see, it’s not easy for a parent or family member to say out
loud, “I want to talk to someone who truly understands my
emotions. I need to share my joys and fears, to ask why and how
can I experience happiness in my everyday life, to know what
might be in our family’s future and how to accept and explore
that this is my life, my family’s life.”
It’s important to also realize it’s not easy for those who offer
assistance and support to our families to ask a parent, do you
feel like talking about those issues. There is a worry, will I cause
upset or distress by raising these questions for the parent or
family? Who could I possibly suggest is a good person to share in
those conversations, to really enrich the conversations that need
to be considered?
12
It is imperative that parents and family members be given
opportunities to explore these questions (and so many more),
in order to bring balance to their emotional state. As parents
achieve understanding, they gain much more energy to bring
to the everyday experience of living life and caring for their
children and families.
Truth be told, the best place for parents to have these
conversations is – with other parents who are on a similar
journey. Call Family TIES, to begin the process of exploring
the emotional aspects of raising a child with special needs. Our
Parent-to-Parent Program is a great place to start.
Our Parent-to-Parent Coordinator offers parents an opportunity
to find a trained volunteer Support Parent whose family
experiences can offer keen insight that will be helpful, as you
sort through the various challenges that you face in identifying
and advocating for your child’s needs. For more information
about our Parent-to-Parent Program, contact Gloria Klaesges,
our Parent-to-Parent Coordinator, at [email protected].
Family TIES of Massachusetts is a parent-led program that offers information
and referral services through its six Regional Parent Coordinators. We are
parents, too, and take into account our own experiences as we listen and
support your needs. To find community-based programs and resources, you
can make initial contact through our toll-free line, 800-905-TIES (8437), or
visit our website, www.massfamilyties.org.
NEWSLINE WINTER 2013
Os Direitos Humanos e as Crianças
Sherry L. Rajaniemi-Gregg, Esquire and Daniel T.S. Heffernan, Esquire
Nós mandamos nossas crianças diariamente para suas escolas
públicas, assumindo que estarão seguras esob os cuidados dos
funcionários da escola. Na maioria das vezes, isto é ocorre,
mas infelizmente, apesar dos muitos cuidados dos professores
que dedicam seus dias à educação de nossas crianças, existem
os maus elementos ocasionais – aqueles funcionários que
maltratam físicamente, mentalmente e/ou emocionalmente
as nossas crianças, abusando de suas posições de poder. Há
também casos nos quais os estudantes, colegas de escola de
nossas crianças são os autores, maltratando seus colegas através
de intimidacão (Bullying), participaticipando em trotes ou
outros tipos de abusos. Enquanto acusações criminais podem
ser legalmente contestadas contra esses autores ou uma queixa
sobre abuso, ou negligência pode ser legalmente contestada
através do Departamento da Criança e da Família, existem
também ações civis que poderão ser feitas a fim de recobrar
danos monetários para os abusos sofridos pela sua criança.
Estas reivindicações estão classificadas nestas três categorias
gerais: (1) reivindicações baseadas no estado para negligência
ou ações judiciais por “atos ilícitos”; (2) reivindicações baseadas
no estado para ações intencionais, tais como imposição
intencional de sofrimento emocional ou violação da Lei de
Direitos Civis de Massachusetts; e (3) reivindicações federais,
tais como aquelas sob o 42 USC § 1983, a Lei de Americanos com
Deficiência, ou Title IX. Cada um desses tipos de reivindicação
tem elementos específicos que devem ser comprovados para
ganhar-se um julgamento, e infelizmente, tentar provar um tipo
de reivindicação pode tornar as outras mais difíceis de serem
provadas. Devido à complexidade destas reivindicações, seria
benéfico consultar um advogado experiente nesta área da lei, o
mais cedo possível, se seu filho sofreu qualquer desses abusos.
Ao declarar estas reivindicações de negligência contra um
distrito escolar público, você está alegando que o distrito não
forneceu cuidados razoáveis para o seu filho; portanto, mesmo
que o distriro e seus funcionários não tenham tido a intenção de
prejudicar o seu filho, o resultado de suas ações é a de que, de
fato, seu filho foi lesado. Reivindicações baseadas em negligência
também são chamadas de um ato ilícito. Uma escola pública é
uma entidade do Estado de Massachusetts; portanto recebe a
proteção da Lei de Reclamações de Delito de Massachusetts
(MTCA). A MTCA é multifacetada; entretanto, as três proteções
mais importantes que proporciona às escolas públicas para
qualquer alegação de ato ilícito são:
(1) Você deve apresentar à escola pública apropriada e ao
pessoal da cidade, uma carta de apresentação adequada no
prazo de dois anos do acontecido incidente; caso contrário,
você será impedido de processar o distrito escolar por
qualquer reivindicação de ato ilícito, não importa quão
responsável você acredita que o distrito tenha sido no caso
dos danos sofrido pelo seu filho.
(2) O distrito e seu pessoal está limitado em responsabilidades
por qualquer reivindicação de ato ilícito até somente
$100.000 por requerente. Isto significa que, mesmo que
um juri tenha concedido ao seu filho $1.000.000 por suas
reivindicações de ato ilícito, o juiz não teria outra escolha que
a de diminuir o valor para $100.000 para cada requerente
da ação (portanto, até $300.000 para o seu filho, e ambos
os pais, por exemplo).
(3) Funcionários públicos cujas ações foram realizadas como parte
de seu trabalho, poderão estar protegidos da responsabilidade
individual; por oturo lado, a escola pública poderá estar
protegida de responsabilidade para aquelas ações do pessoal
da escola fora das responsabilidades de seu emprego.
Como você pode ver, a cobertura oferecida aos distritos escolares
públicos pela MTCA isola-os e ao seu pessoal da fria realidade
da responsabilidade civil para as ações de negligência de seus
funcionários. No entanto, estas três proteções são generalidades.
A consulta com um advogado experiente nesta área da lei,
pode fornecer-lhe caminhos adicionais de responsabilidade e
compensação para as reivindicações para seu filho com base de
ato ilícito.
Ao contário das reivindicações de negligência na qual a escola e
seu pessoal não teve a intenção de causar danos que possivelmente
seu filho tenha sofrido, reivindicações intencionais, tais como
a imposição intencional de sofrimento emocional, estão fora
da proteção da MTCA. Portanto, mesmo que você não tenha
enviado uma carta de apresentacão no tempo devido, você
ainda pode incluir reivindicações intencionais no seu processo
judicial. Além disso, o limite para responsabilidade de $100.000
não é aplicado às reivindicações intencionais, nem está o pessoal
da escola pública protegido das responsabilidades de suas ações
cujas intenções resultam em dano. Entretando, reivindicações
intencionais podem ser mais difíceis de serem provadas.
Reivindicações federais por violações dos direitos civis de seu
filho ou violações inadmissíveis tendo como base a deficiência
ou gênero de seu filho ou filha, podem ser mais difíceis de serem
provadas. Ao tentar provar suas reivindicacões federais, você pode
também estar enfraquecendo suas reivindicações intencionais
e de ato ilícito. Entretanto, existem duas vantagens, se puder
provar que as proteções federais de seu filho foram violadas. Em
primeiro lugar, como reivindicações intencionais, a MTCA não
protege as escolas públicas e seu pessoal de responsabilidade
e pagamento integral da compensação pelas violações dos
estatutos federais que protegem os direitos da criança. Em
segundo lugar, os estatutos federais poderão permitir que você
recupere os honorários de seu advogado e custos do litígio para
recobrar compensação monetária para os danos sofridos pelo
seu filho. Como tal, estas reivindicações federais podem fornecer
recursos adicionais para a compensação monetária dos danos
sofridos por seu filho ou sua filha.
Suponha que seu filho tenha sofrido danos por meio de ações
de um distrito escolar público e de seu pessoal, e que você seja
capaz de afirmar alguma ou todas estas alegações, haverão
obstáculos adicionais antes que você possa dar entrada em
qualquer reivindicação em um tribunal estadual ou federal, se o
seu filho recebe serviços de educação especial ou acomodações
através do Programa Educacional Individualizado (IEP) ou
um Plano 504 sob a Lei de Rehabilitação. A Lei de Educação
para Indivíduos com Deficiência (IDEA) pode proibir você
continuação na página 14
13
FEDERATION FOR CHILDREN WITH SPECIAL NEEDS
Link to Amazon through our Web site at fcsn.org and up to 6% of your purchase will help support the Federation.
Book Review by Dorothy Robison
When Down Syndrome and Autism Intersect: A Guide to DS-ASD
for Parents and Professionals
By Margaret Froehlke, R. N. & Robin Zaborek, Woodbine House, 218 pp.
This guide book provides an important starting point and a continuing
reference guide for parents of children
who have both Down syndrome and
a diagnosis on the autism spectrum.
The book begins with the experiences
and perspectives of two parents who
tell their stories with warmth and
compassion. Both acknowledge the
double grief of first adjusting to the
life differences that having Down syndrome is likely to bring to their child
and to their family and then to the additional pain of understanding why their son or daughter is so
unlike other children with Down syndrome.
They openly discuss the isolation they felt at events where other
children with Down syndrome were playing, socializing, and talking while their child sat on the sidelines, seemingly uninterested,
or more interested in staring at the light through the window
than in interacting with others. The parents in the book acknowledge that for some parents the second diagnosis of an ASD (autism spectrum disorder) is a relief; that they finally have a word
for why their child is different from others with DS (Down syndrome). For others, the second diagnosis brings new pain and an
overwhelming idea that now they must learn all there is to know
not only about Down syndrome, but about autism as well.
Os Direitos Humanos e as Crianças
Overall, the book provides very helpful information on every
topic from possible problem behaviors to health care to designing educational programs. The checklists and notations of
what to look for at various ages is very helpful in making this
guidebook one to which parents will refer as their child goes
all the way through school. I do wish the book had done more
to encourage parents to be prepared to be positively surprised.
Woodbine House has donated a copy of this book to the
Federation. Call 617-236-7210, to borrow the copy. Learn about
other Woodbine House selections at www.woodbinehouse.com
(continuação da página 13)
de processar um distrito escolar a respeito dos danos que seu
filho recebeu como resultado das ações de seu pessoal, se seu
filho está em um programa IEP ou Plano 504 até que você
tenha o que é denominado de “esgotamento” de seus recursos
administrativos. Isto significa simplesmente que, antes de dar
entrada em um processo no tribunal, você deve primeiramente,
dar entrada em um pedido para uma audiência do devido
processo legal a fim de determinar se o Escritório de Apelação
de Educação Especial (BSEA) tem alguma autoridade sobre
a decisão de suas reinvidicações. Por exemplo, quando nosso
escritório representa estudantes que forão abusados, agredidos,
ou impedidos ilegalmente por professores de educação especial
em suas reivindicações para danos monetários, nós litigamos o
assunto primeiramente no BSEA. Quando você tiver “esgotado”
este meio, então poderá proceder com a entrada do processo de
denúncia no tribunal estadual e federal.
Como você pode ver, esta área da lei é bastante complexa, e uma
distorção pode impedí-lo de ser capaz de qualquer litígio das
reivindicões de seu filho no tribunal. Se achar que seu filho sofreu
14
I found myself asking at the end of the book, “This book has
been great about taking the person apart into different parts
– important parts including medical needs, behavioral needs,
etc. Why not put the whole person back together again at the
end and let parents know how truly cool their child with DSASD is?” No matter how many diagnoses a child has, he or she
is still a whole person to be valued and loved for who they are.
One cannot deny the stress on parents who live with the accommodations they must make in their lives day in and day out for
their son or daughter. The stress might be eased just a bit by
acknowledging the pride and the wonder in who their son or
daughter turns out to be: perhaps funny, maybe a little quirky,
no doubt interesting, with skills and interests where a parent
might never have expected them.
“...dar entrada em um pedido para
uma audiência do devido processo
legal a fim de determinar se o Escritório
de Apelação de Educação Especial (BSEA)
tem alguma autoridade sobre a decisão
de suas reinvidicações.”
danos como resultado de um distrito escolar público e de seu pessoal.
Você deveria ser acompanhado de um advogado com experiência
nesta área da lei, tão logo quanto possível, a fim de certificar-se de
que as reivindicações em potencial de seu filho estejam protegidas
e possam ser reivindicadas corretamente em um prazo adequado.
Sherry Rajaniemi-Gregg e Daniel T.S. Heffernan são advogados da Kotin,
Crabtree & Strong no qual especializam-se na lei de educação especial
e de direitos civis. Eles já representarão inúmeras famílias com crianças
com necessidades especiais em ações para casos de abuso, direito civil
e negligência. Podem entrar em contato com eles no srajaniemigregg@
kcslegal.com e [email protected].
Non-Profit
U.S. Postage Paid
Boston, MA
FEDERATION FOR CHILDREN
WITH SPECIAL NEEDS
The Scrafft Center
529 Main Street, Suite 1102
Boston, MA 02129
617-236-7210 Voice/TTD | MA Toll Free 800-331-0688 | Western MA 413-323-0681 | www.fcsn.org | [email protected]
Visions of Community 2013
Saturday, March 9th
7:30 am - 5:00 pm
Seaport World Trade Center
Boston, MA
A Conference for Families of
Children with Special Needs and
the Professionals Who Serve Them
Presented by the
FEDERATION FOR CHILDREN
WITH SPECIAL NEEDS
For more information or to register for
the conference visit www.fcsn.org
Permit No. 50539